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The COVID-19 global pandemic caused the cancellation of all sports and disrupted the lives, workout regimens, academic assistance, team social support systems, athletic identity, and mental health of athletes. International student-athletes (ISAs) were a particular population affected and understudied. This study explored the psychological distress level experienced by ISAs during the early stage of the pandemic and examined the effects of self-compassion, resilience, and social support on their distress. Data were collected in April and May 2020 from a larger parent study which included 514 ISAs from all three NCAA Divisions, 74 countries, and 22 different sports. Results suggested ISAs were experiencing similar levels of distress as domestic student-athletes, non-athletes, and other international populations but there was a significant gender difference where ISA women reported significantly higher psychological distress than ISA men. Findings also indicated that self-compassion, resilience, and social support negatively predict psychological distress of ISAs. Although resilience and social support did not moderate the relation between self-compassion and psychological distress when examined separately, a significant interaction effect between resilience and self-compassion on psychological distress (p = .0497) was found when exploring the double moderator model. Specifically, ISAs high in resilience and low in self-compassion were the most distressed. Counseling and preventive interventions to enhance self-compassion, resilience, and social support of ISAs are discussed. Limitations, DEI implications, and future research directions of this study are outlined.

AN ABSTRACT OF THE DISSERTATION OF Khalilah Doss, for the Doctor of Philosophy degree in Educational Administration and Higher Education, presented on March 30th 2016, at Southern Illinois University Carbondale. TITLE: READY, SET, GO: A NARRATIVE STUDY ON JAMAICAN FEMALE TRACK AND FIELD ATHLETES WHO ATTENDED COLLEGE OR UNIVERSITY IN THE U.S. MAJOR PROFESSOR: Dr. Saran Donahoo At most institutions, track and field can function as the redheaded stepchild of athletic programs because these sports do not draw the revenue nor get the crowds often associated with college football or basketball. Nevertheless, there are multiple correlations common among all college student athletes. Primarily, all student athletes face the pressure of having both academic and athletic responsibilities and obligations. Concurrently, there are also differences that can make these athletes experiences unique, such as being from a different country or being of minority status (by gender, sexual orientation or color) and attending a predominately white institution. As a former college athlete, I want to identify and determine how Jamaican Female Track and Field Athletes negotiate the social, academic and cultural environments that they were a part of while attending a college or university in the U.S. I believe that some [if not all] of these female athletes struggle academically, socially, and personally while attending postsecondary institutions in the U.S.

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The purpose of this study was to further investigate the experience of international student-athletes (ISA) studying and competing at the collegiate level in the United States. This mixed methods study used a survey and interviews to probe ISAs' challenges and support sources. ISAs attending a large private four-year university located in the western United States along with university athletic support staff participated in this study. In the survey comments and interviews the ISAs expressed that they are highly concerned with their ability to financially survive in this new environment. A demanding schedule requiring the balancing of athletics and academics does not leave ISAs time to make money to provide for their needs. With name, image, likeness (NIL) deals becoming the norm in NCAA sports, ISAs further expressed their frustration with not being allowed to participate in these deals. Regarding cultural adjustment, ISAs suggested through their survey responses that they face difficulty with the university academic expectations in the United States and cultural differences. ISAs are most likely to consult with a friend at the university or a coach of their team during challenging or difficult times and almost never with an academic advisor or professor. Other factors influencing the ISAs included their target language ability and religion.

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